I like their ideas for kinds of online discussion - ie. facilitation, scenarios - how could you arrange a meaningful question for your online discussion? or prompt? http://www.uwsa.edu/ttt/raleigh.htm
The following list outlines and illustrates the range of actions you may want to take as a facilitator:
Summarize -- Sometimes participant messages contain so many different kinds of information that it becomes difficult for the group to see developing patterns, common threads, or areas of disagreement. Sometimes it is helpful to summarize things for them.
For example, you may want to point out discrepancies in data, asking the group why they think this happened. Often this question will prompt group members to re-do an investigation, or to develop an investigation variant that will help explain the differences in data. If you present the group with a summary, make sure that you end your message with a question for the group so that your collation doesn't come across as the "final word."
As the course progresses, encourage group members to try their hand at summarizing -this communicates to them that you aren't the only one who can play the "summarizer" role.
Moderate -- If a discussion develops into many simultaneous threads, it may be useful to re-focus the group by writing something like "we have several areas of discussion developing here -- perhaps it would be useful to take them one at a time, beginning with (name of topic)." Then end with a question about that topic that will help them explore the topic in more depth.
Guide -- If one topic is being discussed at great length while another is being ignored, consider posting a message that says something like "we seem to have given a good deal of attention to (name of topic) -- what about (name of new topic)?" Some groups have difficulty keeping their theoretical discussions rooted in their first-hand experiential data. They may need your guidance in exploring the topic's relevance to their investigation data (or teaching plans). Ask, "What does your data tell you?"
Prompt -- Consider gently prodding if the discussion seems to diminish prematurely or if you think that an important topic has been overlooked.
You might want to ask an open-ended question to re-kindle the conversation, a question designed to encourage substantive discussion. Or you might want to simply write a message saying, "It has been more quiet than usual in this discussion -- what's on your mind?"
Troubleshoot -- Are people posting attachments that don't show up (or are too large)? Does one person's investigation data indicate he or she put too much dye in the water? Would group members benefit from a timeline or deadline reminder? In each course, minor technical glitches can affect the group discussion -- be on the lookout for these kinds of things and help participants resolve these problems. If the problem is not something you know how to resolve, ask the designated technical support staff member to help with technical assistance.
Mediate -- Each group has a unique set of challenges and personalities. This is true of group work in both online and face-to-face settings. If you mediate the conflict quickly and with a light touch, the group will probably return its focus to science inquiry.
Problem Solve-- There are some situations that require immediate attention on the part of the facilitator:
A string of off-topic "social" messages in the teaching or science discussion areas -often a problem at the beginning of the course (suggest that they move the conversation thread to Charlie's Cafe)
A group member whose posts are excessively authoritative -- a.k.a. someone who's stuck in "teacher" mode (contact the person via phone and discuss ways to re-cast messages in a more collegial tone)
The person who has gone AWOL (check participation every Friday and send an email message to any participant who has not posted that week)
Some general tips for online discussions
I like their ideas for kinds of online discussion - ie. facilitation, scenarios - how could you arrange a meaningful question for your online discussion? or prompt?
http://www.uwsa.edu/ttt/raleigh.htm
Here are some tips on how to facilitate and what kinds of messages to post. (copied and pasted from: http://scienceonline.terc.edu/facilitating_online_learning.html )
The following list outlines and illustrates the range of actions you may want to take as a facilitator:For example, you may want to point out discrepancies in data, asking the group why they think this happened. Often this question will prompt group members to re-do an investigation, or to develop an investigation variant that will help explain the differences in data. If you present the group with a summary, make sure that you end your message with a question for the group so that your collation doesn't come across as the "final word."
As the course progresses, encourage group members to try their hand at summarizing -this communicates to them that you aren't the only one who can play the "summarizer" role.
You might want to ask an open-ended question to re-kindle the conversation, a question designed to encourage substantive discussion. Or you might want to simply write a message saying, "It has been more quiet than usual in this discussion -- what's on your mind?"